Interdisciplinary Problem Solving in Education: a Systematic Mapping Study with a Focus on the Turkish Scientific Context

Abstract

This study systematically maps research on interdisciplinary problem solving in education, with a primary focus on the Turkish scientific context. International studies are included to provide contextual comparison and to position national research trends within the broader literature. The study aims to identify the structural characteristics of the field, reveal prevailing research tendencies, and determine existing gaps. Within this framework, 35 postgraduate theses and 9 related articles published between 2015 and 2023 were analyzed in terms of publication year, academic level, research method, study group, associated disciplines, and thematic focus. The findings indicate that theses were published frequently in 2018 and 2019, while articles peaked in 2020, reflecting a period of intensified academic and institutional scholarly interest. Master’s theses constitute the majority of graduate research, whereas doctoral studies remain limited in number, scope, and theoretical contribution. Mixed methods were predominantly used in theses, while quantitative designs were more common in articles, indicating restricted methodological diversity and a comparatively limited use of qualitative approaches. Middle school students were the most frequently studied group, whereas teachers, parents, and other stakeholders were included to a limited extent. Disciplinary distribution is concentrated in science, mathematics, and engineering, largely influenced by STEM and STEAM approaches, while social sciences and arts remain underrepresented. Although interest in the field has increased over time, methodological and disciplinary balance has not yet been achieved, and theoretical consolidation remains limited. The study emphasizes the need to diversify research designs and broaden participant profiles.